Resumo

KITAHARA, Adil Margarete Visentini  e  CUSTODIO, Eda Marconi. Inclusion and social representations of teachers: a review of the literature. Bol. - Acad. Paul. Psicol. [online]. 2017, vol.37, n.92, pp. 79-93. ISSN 1415-711X.

Inclusive education is currently a major proposal for the construction and development of a just and egalitarian society, where differences are considered and respected. The teacher, as mediator element of the teaching-learning process, must be prepared to act in a less biased way, being the key player in the implementation of proposals and other actions aimed at the effectiveness and efficiency of legal propositions and inclusive practices. Teacher's representations about included disabled students mobilize their discourse and practice and can therefore be the continuity of possible bias as other students already have. The objective of this study is to conduct a systematic review of the association between disabled students, inclusion and teachers social representations. The literature search using databases was performed to identify relevant articles of the Virtual Health Library (VHL), which are: BIREME, SCIELO and CAPES, published between 2010 and 2015 to assess this association. The information was analyzed concerning descriptors surveyed revealing resistance and showing that inclusion, as law, has not left the papers yet

Palavras-chave : Inclusion; Social representations; Teachers.

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